Lee’s answer to the math teachers, administrators, or superintendents who may feel nervous about the radical innovations in math EDU by MMU series & why math EDU needs super stars

By Dongchan Lee

Date: March 10, 2017


In any profession, there are very good ones, good ones, mediocre, bad ones, and very bad ones in what they are doing, be it music, arts, sports, debates, programming, acting, thinking, or even dating, etc. That is a part of life. And yet, there are stars and the super stars. That is life. In all other professions, we appreciate the stars and super stars instead of being afraid of them.

Why should you be afraid of the stars or super-stars for the math education? Stars or super stars will not destroy the job markets. They actually inspire and energize the job markets. Without stars, the industries have become boring. The stars have reversed the boredom. And the stars and super stars in (math and science) education will not only energize, but also they will bring the districts and the charters closer. That is the power of the (super) stars. There is no reason to be afraid of  Michael Jackson, Michael Jordan, Muhammad Ali, Tiger Woods, Pele, Maradona, Isadora Duncan, Charlie Chaplin, Bruce Lee, Jackie Chan, Akira Kurosawa, Alfred Hitchcock, Mozart, Bobby Fischer, Isaac Newton, Shakespeare, Tagore, and Rumi of math education, is there?

These super stars made the break dance, hip hop dance, basketball, boxing, golf, soccer, modern dance, comic action film, modern martial art film, comic martial art film, movies, classical music, chess, physics, dramas, poetry to the levels that populace can be excited about and to appreciate in the main stream. Without these super stars, most of us will not be able to enjoy all the creative frontiers of the human endeavors. Unless the super stars of math and science education arise, I don’t think the future of math education innovations will go far. The medicores simply maintain or get worse as the rest of the world rises, but the super stars cut through all.

The current global math stagnations in the developed countries will not change much according to the math growth patterns of PISA, TIMSS, and NAEP over the past 15-20-25 years. Only the super stars of the math education with the super innovations can lift up the whole groups instead of the incremental, not very efficient reforms after another.

So what can MMU x.x series do to your districts, charters, CMOs, and even state DoEs and MOEs (Ministries of Eudcation)?

In most of the urban districts of the USA, the big city districts with the high poverty and high math poverty students mostly cluster around 0.5-1-2 years behind for which MMU 1/3 will be enough although some top CMOs can do the jobs occasionally before the expand inter-states while the traditional districts seem not to be able to lift up this scale in 5-10 years of time frame in the past.

  • MMU 1/3 is on par or larger than the overall math impacts of the top 3-5 CMOs that have won the Broad prize, but even the top CMOs tend to lose their efficiencies rapidly as they expand to the inter-state operations, e.g. KIPP.
  • MMU 0.5 alone can basically end most the math gaps between the Whites and Hispanics.
  • MMU 2/3 is bigger than the ending the math gaps between the White and the Black math gaps, about as large as the difference between the math top state vs. the math bottom state of the USA’s 50 states.
  • MMU1 is far above these differences as a surplus to enjoy for the hardcore.
  • And this is not the end of the story. If the public awareness rises, MMU1 may be boosted up further to the original USL level, i.e. 5-10-15 time’s higher levels than MMU1. (But only history will tell if people are ready for that kind of change.)

So, MMU 1/3 is to end the math poverty. MMU 0.5 is set the stage for math prosperity. MMU1 is completely off the chart, i.e. from the average of the math poorest states (e.g. Alabama) to the levels higher than the best in the world like Singapore average.


MMU x.x’s math impacts anchor page:



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current focus on MMU x.x series

MMU1: just to uplift the math poorest half average to the math top half average, which normally would take at least 50-100 years in the average OECD nations with almost no exceptions at least according to the PISA and TIMSS math rsults 1995-2015 (and you should know that this is a revolution, not some sort of useless reforms that have been going on in the entire developed OECD nations). To reduce the hyper-skepticism, my initial target may be reducing the math poverty by 20-30% and raising the proficiency in similar manner, which still would normally take at least 30-50+ years in at least 90% of the developed countries, their states or big cities. Current focus is on the MMU1 series as the warm-up exercises as forms of pilot studies to demonstrate the math EDU revolution is not only possible in spite of the hyper-bureaucracy of the EDU establishments that simply would not any of the most breakthrough innovations in EDU and will instead keep on playing with the furitless, fancy toys of the math EDU apps and technology.

The Fundamental Premises Of USL1 And USL

USL will use the colossal cognitive capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-50 times faster and more effective than the Business As Usual typically, to trigger the equally colossal gains in the socio-economy in exchange of their willingness of the participating governments - under a new UN-led treaty hopefully - to collectively contribute the reasonable ratios of the expected surplus gains in their economies to resolve the top global crises. Each of the governments will mostly focus on resolving their crises of course, but they have to contribute to the world communities to prosper with the sustainable growths together not at the exclusion of half of the world that is poverty-stricken. USL 1 will be the fastest, easiest, and cheapest way to collectively contribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to resolve the most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, renewable energy-based, sustainable global environment and the circular economy, to help end the poverty much faster than without, while making the average people learn math and science faster and easier than prodigies. As the original USL is too fast and too disruptive (as it can literally make average people learn math and science 1,000%-50,000% times faster) to transform and people are too skeptical, we are currently focusing on only 2-5% and up to 10% at most of its capacity called USL 0.25-0.5-1.0 for the state and national governments as well as the UN.

USL1 Global Movements With Governments: 3 Steps & 3-Tier Economic Gains

STEP 1) Math Education Reform USL 0.25 at the city and USL 0.5 at the state government levels (advancing their regional average math skill levels by half a year, which normally takes 10-30 years to most of the OECD countries, in just 2-3 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year or more, which normally takes 2-5 decades to most of the OECD countries, in just 2-4 years). STEP 3) Math Education Reform USL 1 at the national government & the UN treaty levels (advancing their regional average math skill levels by 2 years or more, which (almost) never happened to virtuallly all of the OECD member countries, in just 2-5 years). For each of the following step, we will try to create local, regional, or national Social Enterprise for each government - if they are willing as the gains are tremendous potentially - to share the profits together. So the governments will have the 3-layered benefits: ... 1) USL 0.x will enrich not only the math education that helps each USL x participating regions, 2) but also to prosper together as Social Enterprise board members of the corresponding regions. 3) once the UN gets involved, then the certain portions of the massive surpluses to their local or regional economies will be properly redistributed for the global social, energy, environmental, equality and poverty causes.
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